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COMPARISON OF COMPUTER-ASSISTED INSTRUCTION, TRADITIONAL INSTRUCTION, AND COGNITIVE STYLE ON ACHIEVEMENT OF POST SECONDARY STUDENTS IN APPLYING ALPHABETIC FILING RULES (RECORDS MANAGEMENT, PRACTICE SET, GROUP EMBEDDED FIGURES TEST)
Abstract
The purpose of this study was to research the following hypotheses: (a) There is no significant difference between the experimental (CAI) and control (Practice Set) groups in final mean score on the posttest; (b) there is no significant difference between field independent (FI) and field dependent (FD) groups in final mean score on the posttest; (c) there is no significant difference between the Group Embedded Figures Test (GEFT) groups and group achievement in final mean score on the posttest; and (d) there is no significant difference between experimental and control groups or between field independent/dependent groups in reported time spent studying the filing rules. Students in two sections (n = 29) of an office machines course at the University of Nebraska-Lincoln were administered the GEFT and pretest. Based on GEFT scores, the subjects were divided into four groups--CAI/FI, CAI/FD, Practice Set/FI, and Practice Set/FD. Two teachers were utilized to introduce and interact with the different groups. Each teacher worked with both an experimental and a control group. After a brief introduction to their method of instruction, the students were given two weeks to complete their study of the alphabetic filing rules, whereupon they were given a posttest. The CAI publication used was Rules for Alphabetical Filing, published by Bytes & Books, Inc. The practice set utilized was Filing Systems for Information Management, published by John Wiley & Sons, Inc. Analysis of variance with repeated measures was used to study the interactions between variables. There were no significant interactions between groups. The following within-group interactions were obtained: (a) Control group scored significantly higher than the experimental group; (b) field independent group scored significantly higher than field dependent group; (c) both experimental and control groups scored significantly higher between pretest and posttest scores; and (d) field independent group spent significantly less time studying the rules than did the field dependent.
Subject Area
Business education
Recommended Citation
AGNEBERG, CRAIG A, "COMPARISON OF COMPUTER-ASSISTED INSTRUCTION, TRADITIONAL INSTRUCTION, AND COGNITIVE STYLE ON ACHIEVEMENT OF POST SECONDARY STUDENTS IN APPLYING ALPHABETIC FILING RULES (RECORDS MANAGEMENT, PRACTICE SET, GROUP EMBEDDED FIGURES TEST)" (1985). ETD collection for University of Nebraska-Lincoln. AAI8521441.
https://digitalcommons.unl.edu/dissertations/AAI8521441